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EGP 335/535

Johnson

SW UNIT

K.

1.0 Lesson Plan Details: Oil Experts, Day 9 (Part of Days 8-11), Author: Emily
Fuguet, Grade Level: 4

Expected Duration: Four class periods (45 minutes each)


Concepts: Oil Production and Distribution, Resources, Government & Environment
Vocabulary: renewable, non-renewable, crude oil, petroleum, pipeline
Skills- develop an awareness of individual creative process, critically analyze sources of information,
become an expert on a topic of global importance, present information to peer audience, self-directed
learning, opportunity for student research, opportunity to examine real world situations

1.1 Integration of Learning Outcomes/Objectives

During the first week of the SW Unit, students will brainstorm about the learning project they choose
related to the expert group stations and show their thought process with a thought map graphic organizer.
Students will compare and cite four sources of information, including one digital sources during the
creation of their learning project.
Students will construct a learning project that answers the research question of their expert group.
Students may do this individually or in groups.
Students will create three written elements to support their learning project: a creative piece, an
informational piece and a digital piece.
Students will analyze how people and government resolve conflicts over scarce resources through the
required elements in their projects.

1.2 Standards PA Civics, History, Economics, Geography &


NCSS Themes
Power, Authority, & Governance
NCSS.1.6.g: challenge learners to apply concepts such as power, role, status,
justice, and influence to the examination of persistent issues and social problems.

Civic Ideals and Practice


NCSS.1.10.c: facilitate learner efforts to locate, assess, analyze, organize,
synthesize, evaluate, and apply information about selected public issues identifying, describing, and
evaluating multiple points of view.
NCSS.1.10.g: guide learners as they evaluate the effectiveness of public opinion in
influencing and shaping public policy development and decision-making.

PA Standards
EconomicsScarcity and Choice, 6.1.4.C: Illustrate what individuals or organizations give up when
making a choice.
Scarcity and Choice, 6.1.4.D: Explain what influences the choices people make
HistoryUnited States History, 8.3.4.B: Locate historical documents, artifacts, and places to
United States history.

Students will be aware of the upcoming Expert Group project, discussed in lesson one of the unit plan
with reminders throughout of the groups to choose from as well as the rubric for the project. Students may
work individually or in groups. Some expert groups may decide to work as a large team. This is entirely up
to teacher discretion.

SCHEDULE OF DAYS 1, 2, 3, & 4 for EXPERT GROUPS:


Day One of Expert Group Oil- Explore:
Students will go to their expert group table and find a bin of materials to sort through, read,
interact with and discuss with fellow group members. Perhaps it is an article, movies, artifacts, books on
tape, anything to engage them in an aspect of the expert group. This will be an exploring day for students
as the teacher circulates and holds brief 2-minute conferences with each student. The teacher will have
students discuss the questions from their Thought Map Graphic Organizers.

Day Two of Expert Group Oil- Research and Refine:


Students will meet with teacher for a fifteen mini-lesson about their expert group topic during the
following time block. **Co-teachers will circulate on this day, each teaching 2 targeted mini-lessons to
each expert group, fifteen minutes each. The order will go- Water and Oil, then Native Americans, and
Parks and Rec. The remainder of the time students will have their resources boxes to utilize as well as
laptops for research on sites from the bin.

Day Three of Expert Group Oil- Create and Research:


Students will wrap up their research today with their sticky notes, and begin their projects.
Teacher can use this day to hold longer conferences with students who are struggling or for students
requiring enrichment.

Day Four of Expert Group Oil- Final Creation:


Students will finish up their projects, leaving 10 minutes of class time at the end for student
reflections. They should review the rubric and self-evaluate.

DAY TWO LESSON PLAN- OIL GROUP

1.3 Anticipatory Set


Review of Skill: Graphic Organizer
Students I want to get your brains warmed up as oil experts, so first, we are going to fill out a graphic
organizer to arrange the pros and cons about your central thesis. Lets remind our brains of the central
research question for the Oil Group, or as I just called it your thesis. As oil experts, you are going to help
policymakers decide if an oil pipeline should extend through the Northern part of Texas and Oklahoma.
Now I want some quick thinking Oil Experts- blurt out your ideas and I will jot them down on this table. Is
this a good idea or a bad one and list why!?
Set the timer for 5 minutes as the students blurt out anything that comes to mind. Record their list
on the chart paper divided into pros and cons, use minimal wording- you are helping them create a list of
hot topics for their project using the foundation of knowledge they have from Day 1.
*Use this as a point of formative assessment, if the group cannot compile a list (together) of more than 8
issues, then you need to stop and help the group review their resources. This exercise may also display
the confidence level of students in the group concerning information and resources. Help them create
points of view they can use to answer their research question.

1.4 Procedures
View Point Determination:
Now that we have a well-organized list of pros and cons for the oil pipeline installation in Northern Part of
Texas and Oklahoma, I would like you to choose which position you will be taking. Are you going to help
convince your classmates that this pipeline is a good idea, or not a good idea. Remember, in politics there
is not a clear yes/no answer, but a decision with consequences. Think over the consequences you want
to happen from this choice
Give students 2 minutes (timed) to think quietly about their choice, this is an important moment of
deliberation for them.
Students when you are ready, please signal with your thumb up if you are pro-pipeline, and thumb down
if you are against.

Skill/Note-Taking:
Once you have chosen your side, I would like you to pick one item out of the resources bin- your favorite
resource item that you are familiar with. You are now going to pick resources that help you argue your
point of view. If students pick the same resource, consider creating a group with them- regardless of
their pro/con vote. *Consider using this opportunity to discreetly pair ELLs and gifted students with various
individuals in their expert group.
Proceed to do a model of note-taking using sticky notes. Provide students with different colored packs.
Since the resource bin is communal, they will need to mark up the materials in a non-permanent way.
Sticky notes are useful to record limited but important information- limiting information down to the main
idea, especially with online resources.)
Students please choose a colored sticky note, that will be your color for the remainder of the project, you
should not need more than what is in your packet. Consider what notes you want to take carefully, be
thoughtful about what a resource means to your decision and how you want to present it. Remember to
refer back to those thought maps!
Demonstrate to students the resource you chose, how it relates to support your vote (*it is ok to share
your stance with students now because they have already chosen theirs). Write the main idea down on
the sticky note and place the note on your resource and back in the bin for others to use. Demonstrate
what to do if the resource is online, ie-the movie or charts. Record the Title and Medium and the main
idea and how it relates to your vote.

Skill/Discussion:
Oil Experts, now that you have an idea of how to link the resources in this bin to the pros and cons chart,
I would like you to take notes, just like I reviewed with you, with 3 more resources from this bin. Pick your
favorite four and make sure you link them to an idea on the pros/cons chart. Try to leave your note stuck
to the resource as other group members use it. I would like you to talk with members in your expert
group- even if they are on a different side! Policy makers often talk with individuals that think differently
than them, this helps make their argument stronger! Feel free to trade notes from your resources- but if
you trade notes, make sure you write down their name so you do not take credit for their ideas. At the end
of class I would like to see your notes as an exit ticket.

1.5 Differentiation
Learning Process: Students struggling to connect the sources to the points of issue should be given notes
from classmates to help encourage their ability to create an argument for their thesis. Considering pairing
these students with other students in the group.
Materials: All students in the oil group should receive a research kit including: colored pencils, sticky notes
and graphic organizers: KWL chart, Pro/Con chart, a bibliography list
Products: Students with IEPs can chose to modify their projects to include one written element, with more
emphasis placed on developing the ideas within the limited written pieces.
Products: Students requiring enrichment should be encouraged to locate and utilize their own source of
information not found in the resource bin.

1.6 Closure
Students will share one sticky note to their expert group for closure activity.

1.7 Formative/Summative Assessment of Students (P-12)

Students will submit a graphic organizer (Thought Map) that illustrates or explains their thought process
of how they used the creative process to brainstorm their project idea.
Students will demonstrate their understanding of the research question by drafting notes from information
sources in defense of their response.
Students will compare and cite four sources of information (goal of two by the end of Day 2), including
one digital sources during the creation of their learning project.
Students will show evidence of a draft using the Thought Map for the three written elements to support
their learning project: a creative piece, an informational piece and a digital piece.

1.8 Materials/Equipment
A. STUDENT MATERIALS/ READING RESOURCES:
Thought Map
Expert Project Rubric
The following online reading articles will be printed for easier access by students.
*Paperless Students will also have the option of accessing the material online.

Student Research Website: EIA Energy Kids- http://www.eia.gov/KIDS/energy.cfm?page=2


Historical Archive Silent Short Film: 1950s Texas Oil Refineryhttp://www.texasarchive.org/library/index.php/Ray_Jelinek_Collection%2C_no._11__Oil_Drilling_Operation
Historical Archive Photo and Caption- Day in History, First Oil Pipeline

http://education.nationalgeographic.org/thisday/feb19/first-oil-pipeline-completed
Statistics and Mathematical Information- USA Today, 10 Most Oil Rich States
http://www.usatoday.com/story/money/business/2013/08/03/the-most-oil-rich-states/2613497/
Photo Gallery, Government Strategic Petroleum Reserve,
http://energy.gov/fe/photos/strategic-petroleum-reserve
Article- U.S Domestic Oil Production Exceeds Imports for First Time in 18 Years
http://energy.gov/articles/us-domestic-oil-production-exceeds-imports-first-time-18-years
Chart- U.S. Dependence on Foreign Oil; http://energy.gov/articles/our-dependence-foreign-oil-declining
Interactive: How Much Do You Spend; http://energy.gov/articles/how-much-do-you-spend
Article: Oil Spill from California Pipeline Burst; http://www.timeforkids.com/news/oil-spill-california/243386
Article: Student Reactions to Pipeline in Minnesota;
http://www.mndaily.com/news/campus/2015/11/03/students-protest-oil-pipeline
Advanced Article: TransCanada Touts Oil Pipeline from Okla to Texas;
https://www.studentnewsdaily.com/daily-news-article/transcanada-touts-oil-pipeline-from-okla-totexas/
Advanced Article: Dangers Aside, Railways Reshape the Crude Market;
http://www.studentnewsdaily.com/other/dangers-aside-railways-reshape-crude-market/
Advanced Article: Vast Network of Pipelines Already in Place in U.S.;
https://www.studentnewsdaily.com/daily-news-article/vast-network-of-pipelines-already-in-placein-u-s/
Advanced Article: Alaskas Lessons for Pipeline;
https://www.studentnewsdaily.com/editorials-for-students/alaskas-lessons-for-the-keystone-xlpipeline/

B. TEACHER MATERIALS/RESOURCES FOR LESSON DESIGN:


*jigsaw teaching strategy: https://www.jigsaw.org,
http://www.readwritethink.org/professional-development/strategy-guides/usingjigsaw-cooperative-learning-30599.html
*teacher should also have in-depth knowledge of all the articles and resources given
to the students

C. Resources Chart
Use

Sources

Topic

SI/M
I

Reliabilit Teacher
y for SI
Accessibi
lity

Teacher

Energy.gov

SI

governme
nt site

**

**

**

Student

EIA Energy Kids

Background
Knowledge
Energy/Oil

SI

governme
nt site

Student

Movie- 1950s
Texas Oil Refinery

Background
Knowledge/Histor
y

MI

Student

Day in History,
First Oil Pipeline

Pipeline
Info/Example/Hist
ory

MI

Student

Article: USA
Today- The 10
Most Oil-Rich
States

U.S. Oil

MI

Student

Photo Gallery:
Strategic
Petroleum
Reserve

U.S. Oil

MI

Student

Article: U.S.
Domestic Oil
Production
Exceeds Imports
for First Time in
18 Years

U.S. and Global

MI

Student

Chart: US
Dependence on
Foreign Oil

Math
Statistics/Global

MI

Student

Interactive: How
Much Do You
Spend

Individual
Development and
Identity/Compare
Contrast

MI

Student

Article: Oil Spill

open
access

Student
Accessibilit
y

open access

from California
Pipeline Burst
Student

Article: Student
Reactions to
Pipeline in
Minnesota

distracting
advertisemen
ts

Advanced
or Group

Advanced Article:
TransCanada
Touts Oil Pipeline
from Okla. to
Texas

MI

Advanced
or Group

Advanced Article:
Dangers Aside,
Railways
Reshape the
Crude Market

MI

Advanced
or Group

Advanced Article:
Vast Network of
Pipelines already
in Place in U.S.

MI

Advanced
or Group

Advanced Article:
Alaskas Lessons
for Pipeline

D. Content Notes- Oil


Crude Oil
What it is: hydrocarbons, liquid fossil fuels
Where it comes from: space between sedimentary rock, drilled or mined from Earths
crust
Why we want it: nonrenewable resource, fuel,
Getting Oil
Where it find it in the US: TX(37%), ND(13%), CA(6%), AK(6%), OK (4%)
Globally: Russia (13%), Saudi Arabia (13%), US (10%), China (5%), Canada (4%)
How is it refined
Refinery: converts crude oil and other liquids into petroleum products
Refineries run 24/7, occupying football fields worth of space and employment
Refinery Process: breaks crude oil down and then reconfigures them into new
products; complex and expensive, Includes Separation, Conversion, Treatment, Storage
Pipelines:
Carry product from tank farm to other tanks across the country
Offshore Drilling
Exclusive Economic Zone: The 200 miles of offshore land that the government owns
States own a small amount of the miles into the ocean, typically 3 miles (9FL, 12TX)
Also a site used to capture wind energy through from offshore turbines, as well as wave
energy, tidal energy, ocean thermal and methane hydrates
U.S. Domestic Petroleum Reserve: emergency oil reserve maintained by the U.S. government
(U.S. department of energy), largest supply in the entire world, with 713 million barrels of oil;
limits on how much oil is allowed to be released daily, provides U.S. for about a months worth of
oil when including domestic production and not imports.
Current Pipelines in the U.S.: more than 190,000 miles of pipelines in US for liquid petroleum,
does not include pipelines for natural gas
Foreign Oil- keep it nationally based for this project.
Important Locations Locally- Titusville PA, location of first commercial oil well drilled
by Edwin Drake in 1880s.
Information taken from api.org

Source: American Energy Mapping (AEM) 2013

1.9 Technology
Students have the option of pre-approving with the teacher a Paperless Project.
Student must demonstrate high proficiency with technology, consider consulting
with the Technology Teacher to provide an additional lesson to the student in
relevant platforms for this project (ie- sticky notes application, highlighter
application, word processor, graphic creation).
2.1 Reflection on Planning
This lesson plan is very driven by the need for student independence and
self-selection. Students will be reaching the end of the year when this Unit is taught,
they will have the opportunity to showcase their skills and confidence while creating
a project that answers the research question. I created the research question to
guide the expert groups and provide some purpose. The research questions also
help students determine which expert group they want to be a part of for the next
four days. Students can be encouraged to work in different groupings, depending on
the project they pick. I think the most interesting part of this lesson will be how their
research will dictate their conclusions. Since their research will be focused on preapproved sites, I want to make sure they research well in a topic that inspires them.
I want students to reach a conclusion based on their research and defend that
conclusion. I hope to stretch the creativity of the class, especially in 4th grade
where standards quickly take the place of authentic learning. I am concerned about
the potential trials the class may face if they are unable to brainstorm. I think their
projects will lack conviction, so I want to utilize the art of anticipation throughout
the unit to boost their excitement about their final project. I think the Unit Plan has
a great strength in giving students the background they need in order to pick a
topic with more of a political agenda. I would love to improve this lesson plan by
incorporating a paper-free classroom, where for the expert project duration the
students are working on computers and utilizing classroom iPads, or any kind of
technology they can.